War of Generations
Due to life changes brought on by our growing family, we are no longer able to offer this course. However, we may be able to offer these classes again in the future. Please contact email@example.com if you would like information about any future history classes.
The years after the Second World War proved challenging for Americans. We were the most powerful country in the world and yet also one of the youngest. Our young men had seen terrible things abroad and now struggled to overcome their nightmarish memories. America embraced its newfound economic prosperity in an effort to forget the horrors of war. Children grew up in a world completely and utterly different from the one their parents had experienced, and soon began to question the values they had been taught. Eastern art forms and philosophies were embraced by youths while older generations rallied behind conservative values. Previously unrepresented people groups demanded attention and respect. We lost a president to a bullet and another to a scandal. Upheaval and unrest threatened to overturn the hard work of the previous generation. This was the second half of the 20th century.
Teacher: Haley Maycock. Read her full bio here.
Although all ages are welcome, this online class is suggested for students in 5th, 6th, and 7th grades.
Dates and Times:
This class will meet every Thursday (save for Thanksgiving and Spring breaks) from 10:30 to 11:30 AM EST.
Fall semester: Start August 31, end November 30.
Spring semester: Start January 11, end May 24.
The textbook we will be using is Joy Hakim’s All The People.
Class time will be spent discussing the contents of the chapter, asking critical questions of the text and subject matter, questioning the bias of the author, watching footage of the events being discussed, and learning more about the people and places mentioned in the text.
We will cover two textbook chapters per class. Students will be expected to read the assigned chapters before class begins.
Students will be expected to submit at least one critical question per chapter. A “critical question” questions either the textbook author’s bias as a historian or the decisions that a historical character made in the chapter. Joy Hakim, the author of our textbook, is great at making history interesting and easy to comprehend, but she also has an obviously liberal bias that interprets history differently than someone else might. I want students to feel free to agree or disagree with Hakim as they learn how to ask good questions that will expose a worldview bias.
In addition to critical questions, students will submit two essays and one exam per semester.
Early Bird Registration (March through May): $350
Regular Registration (June through September): $500
If two children from the same family enroll, the second child’s tuition will be half of the first child’s cost.
This class may also be audited for $250.
Please email Haley Maycock at firstname.lastname@example.org to register for this class.
Required books and materials:
All the People by Joy Hakim
Notebook or 3-ring binder with plenty of paper
Pencils, pens, and highlighters for class or textbook notes
Why study history in a worldviewish context?
History is rife with examples of how certain ideologies play out in real life. Studying the threads of religion, philosophy, and law that run through the tapestry of time gives students the chance to develop wisdom and discernment as they examine historical events and question if they were good or evil. Although history is obviously not a literal repetitious circle, immorality does have consequences, and similar evil actions will have similar outcomes when compared.
Students who analyze history with worldview in mind will not just memorize facts and dates—they will think critically about what good and evil are and consequently will understand the past from an intellectually-vital perspective. Instead of mindlessly consuming bland historical data only to be forgotten after exams, worldview-centered students of history study their subject with a higher purpose in mind. These students tend to remember their studies much longer than their public school counterparts because they understand the value of history as a life-changing and culture-shifting discipline. They do not think of history as “dates and deaths,” but rather as stories which sorely need telling; stories which need to be loved, meditated upon, and mined for wisdom.
I hope that students will leave this class with the boldness and intellectual tools to confront the bad ideals pervading our own society. This course is designed to help students begin to treasure history, to grow passionate about following the storylines of the past, and to become aware of current historiographical trends and biases in our world.